Title: Feminist Theory Submitted by: Rakeda A. Leaks
Alternate Names: Gender Theory
Central Tenets:
Gender in education has a long, complicated history. Feminist theory provides insight into understanding this history. Feminist theory aims to (1) deconstruct distorted assumptions about women, (2) highlight important contributions made by women, and (3) help others better understand similarities and differences among men and women (Marshall & André–Bechely, 2008). Feminist theory examines gender inequalities inherent in patriarchal power structures and practices which systematically disadvantage women and limit choices for both men and women.
Patriarchal power structures and practices maintain socially constructed gender order and gender roles. Traditionally, cultural norms have encouraged the practice of educating girls differently from boys. Such practices have limited educational and career choices of girls. Feminist theory challenges sex stereotyping and gender differentiation in schools. Amalgamating feminist theory into research and policy analysis unmasks such gender inequalities. Feminist theory offers an alternate account of knowledge and analysis from either women’s perspective or a gender neutral perspective to better understand the nature of gender inequity.
References:
AAUW Educational Foundation. (1998). Gender gaps: Where schools still fail our children. Washington, D.C.: AAUW Educational Foundation.
Belenky, M.F., Clincy, B., Goldberger, N., & Tarule, J. (1986). Women’s ways of knowing. New York: Basic Books.
Bem. S. (1993). The lenses of gender. New Haven, CT: Yale University Press.
Code, L. (1991). What can she know? Ithaca, NY: Cornell University Press.
Collins, P.H. (1990). Black feminist thought. Boston: Unwin Hyman.
__. (1991). Black feminist thought: Knowledge, consciousness, and the politics of empowerment. New York: New York University Press.
Connell, R. W. (1987). Gender & power. Cambridge, UK: Polity Press.
David, M. E. (1993). Parents, gender, and education reform. Cambridge, MA: Polity Press.
Gilligan, C. (1982). In a different voice. Cambridge, MA: Harvard University Press.
Harding, S. (Ed.). (1987). Feminism and methodologies: Social sciences issues. Bloomington, IN: Indiana University Press.
Hull, G.T., Scott, P.B., & Smith, B. (Eds.). (1982). All the women are white, all the blacks are men, but some of us are brave. New York:
The Feminist Press at City University of New York.
Kalbfleisch, P. (Ed.). (1995). Gender, power, and communication in human relationships. Hillsdale, NJ: Erlbaum.
Lloyd, E. (1995). Feminism as a method: What scientists get that philosophers don’t. Philosophical Topics. 23: 189-220.
Lugones, M. & Spelman, E. (1983). Have we got a theory for you! Feminist theory, cultural imperialism and the demand for “the woman’s voice”. Women’s Studies International Forum, 6: 573-581.
Marshall, C., & André–Bechely, L. (2008). Feminism and education politics: No longer for women only. In B.S. Cooper, J.G. Cibulka, L.D.
Fusarelli (Eds.), Handbook of Education Politics and Policy (pp. 281-310). New York: Routledge.
Spelman, E. (1988). Inessential woman. Boston: Beacon Press.
Thorne, B. (1999). Gender play: girls and boys in school. New Brunswick, NJ: Rutgers University Press.
Tong, R. (1989) Feminist thought: A comprehensive introduction. Boulder, CO: Westview Press.
Weis, L. & Fine, M. (Eds.). (1993). Beyond silence voices: Class, race, and gender in United States schools. Albany, NY: State University of New York Press.
Wing, A.K. (Ed.). (1997). Critical race feminism: A reader. New York: New York University Press.
Submitted by: Rakeda A. Leaks
Alternate Names: Gender Theory
Central Tenets:
Gender in education has a long, complicated history. Feminist theory provides insight into understanding this history. Feminist theory aims to (1) deconstruct distorted assumptions about women, (2) highlight important contributions made by women, and (3) help others better understand similarities and differences among men and women (Marshall & André–Bechely, 2008). Feminist theory examines gender inequalities inherent in patriarchal power structures and practices which systematically disadvantage women and limit choices for both men and women.
Patriarchal power structures and practices maintain socially constructed gender order and gender roles. Traditionally, cultural norms have encouraged the practice of educating girls differently from boys. Such practices have limited educational and career choices of girls. Feminist theory challenges sex stereotyping and gender differentiation in schools. Amalgamating feminist theory into research and policy analysis unmasks such gender inequalities. Feminist theory offers an alternate account of knowledge and analysis from either women’s perspective or a gender neutral perspective to better understand the nature of gender inequity.
References:
AAUW Educational Foundation. (1998). Gender gaps: Where schools still fail our children. Washington, D.C.: AAUW Educational Foundation.
Belenky, M.F., Clincy, B., Goldberger, N., & Tarule, J. (1986). Women’s ways of knowing. New York: Basic Books.
Bem. S. (1993). The lenses of gender. New Haven, CT: Yale University Press.
Code, L. (1991). What can she know? Ithaca, NY: Cornell University Press.
Collins, P.H. (1990). Black feminist thought. Boston: Unwin Hyman.
__. (1991). Black feminist thought: Knowledge, consciousness, and the politics of empowerment. New York: New York University Press.
Connell, R. W. (1987). Gender & power. Cambridge, UK: Polity Press.
David, M. E. (1993). Parents, gender, and education reform. Cambridge, MA: Polity Press.
Gilligan, C. (1982). In a different voice. Cambridge, MA: Harvard University Press.
Harding, S. (Ed.). (1987). Feminism and methodologies: Social sciences issues. Bloomington, IN: Indiana University Press.
Hull, G.T., Scott, P.B., & Smith, B. (Eds.). (1982). All the women are white, all the blacks are men, but some of us are brave. New York:
The Feminist Press at City University of New York.
Kalbfleisch, P. (Ed.). (1995). Gender, power, and communication in human relationships. Hillsdale, NJ: Erlbaum.
Lloyd, E. (1995). Feminism as a method: What scientists get that philosophers don’t. Philosophical Topics. 23: 189-220.
Lugones, M. & Spelman, E. (1983). Have we got a theory for you! Feminist theory, cultural imperialism and the demand for “the woman’s voice”. Women’s Studies International Forum, 6: 573-581.
Marshall, C., & André–Bechely, L. (2008). Feminism and education politics: No longer for women only. In B.S. Cooper, J.G. Cibulka, L.D.
Fusarelli (Eds.), Handbook of Education Politics and Policy (pp. 281-310). New York: Routledge.
Spelman, E. (1988). Inessential woman. Boston: Beacon Press.
Thorne, B. (1999). Gender play: girls and boys in school. New Brunswick, NJ: Rutgers University Press.
Tong, R. (1989) Feminist thought: A comprehensive introduction. Boulder, CO: Westview Press.
Weis, L. & Fine, M. (Eds.). (1993). Beyond silence voices: Class, race, and gender in United States schools. Albany, NY: State University of New York Press.
Wing, A.K. (Ed.). (1997). Critical race feminism: A reader. New York: New York University Press.